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Citations (30)
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Dave Yan & Adam Poole. (2024) Be(com)ing an academic other: a layered autoethnographic account of pursuing their doctoral studies. International Journal of Qualitative Studies in Education 0:0, pages 1-21.
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Amanda C. DeDiego, Dareen Basma, Christian D. Chan & Isabel C. Farrell. (2024) Experiences of diversity, equity, and inclusion for doctoral students and new faculty in leadership development programs. Journal of Counselor Leadership and Advocacy 11:1, pages 1-15.
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Gavin Ward, J. Hill, A. Hardman, L. Edwards, D. Scott, Amanda Jones & R. Richards. (2023) Playing by white rules of racial equality: student athlete experiences of racism in British university sport. Sport, Education and Society 0:0, pages 1-17.
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Alexandra Olenina, Annette Bamberger & Olga Mun. (2023) Classed and gendered internationalisation of research and knowledge production: a critical analysis of international doctoral students in the UK (1998-2016). International Studies in Sociology of Education 32:2, pages 443-465.
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Funmi-Victoria Olaniyan & Graeme Hayes. (2022) Just ethnic matching? Racial and ethnic minority students and culturally appropriate mental health provision at British universities. International Journal of Qualitative Studies on Health and Well-being 17:1.
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Rosemary Deem. (2022) On doctoral (in)visibility and reframing the doctorate for the twenty-first century. European Journal of Higher Education 12:4, pages 373-392.
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Dermot Daly. (2022) Actions speak louder than words. An investigation around the promises and the reality of representation in actor training. Theatre, Dance and Performance Training 13:4, pages 554-572.
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Giuliana Ferri. (2022) The master’s tools will never dismantle the master’s house: decolonising intercultural communication. Language and Intercultural Communication 22:3, pages 381-390.
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Ross Goldstone & Jingwen Zhang. (2022) Postgraduate research students’ experiences of the COVID-19 pandemic and student-led policy solutions. Educational Review 74:3, pages 422-443.
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Susanne Brighouse. (2021) Nearly two decades as Managing Editor of Educational Philosophy and Theory: A changing role with a changing journal in a changing world. Educational Philosophy and Theory 0:0, pages 1-6.
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Rhianna Garrett. Racism shapes careers: career trajectories and imagined futures of racialised minority PhDs in UK higher education. Globalisation, Societies and Education 0:0, pages 1-15.
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Siobhan Lynam, Caroline Lafarge & Raffaella Margherita Milani. Exploring the experiences of ethnic minority postgraduate researchers in the UK. Educational Review 0:0, pages 1-21.
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John P Wilson, Ronald Dyer & Stefan Cantore. (2023) Universities and stakeholders: An historical organisational study of evolution and change towards a multi-helix model. Industry and Higher Education 38:2, pages 124-135.
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Anita Garvey, Reem Talhouk & Benjamin Ajibade. (2023) Coping techniques and strategies for pursuing anti-racism within academe: a collective autoethnographic account from minoritised academics in the UK. Equality, Diversity and Inclusion: An International Journal.
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Dimitra Hartas. (2023) Vulnerable young people and post‐16 educational aspirations during Covid‐19. British Journal of Special Education 50:3, pages 335-343.
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Jackie Walumbe, Andrea Wright, Adine Adonis, John Hammond & Gita Ramdharry. (2023) ‘Your CV looks amazing but I am sorry, you didn’t get the job’: analysing experiences of global majority physiotherapists aspiring to and working at consultant level practice in the UK. BMJ Leader 7:Suppl 2, pages 1.9-6.
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Lorna Burns, Cathy Coelho & Amanda Addy. (2022)
Ethnic diversity in academic dentistry in the
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Clare L. Jensen, Jennifer Ogeer, Alan M. Beck & Marguerite E. O’Haire. (2023) Exploring diversity, equity, and inclusion perceptions among leadership in the field of Human-Animal Interaction. Human-Animal Interactions.
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Mwenza Blell, Shan‐Jan Sarah Liu & Audrey Verma. (2022) Working in unprecedented times: Intersectionality and women of color in UK higher education in and beyond the pandemic. Gender, Work & Organization 30:2, pages 353-372.
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Jason Arday & Christopher Jones. (2022) Same storm, different boats: the impact of COVID-19 on Black students and academic staff in UK and US higher education. Higher Education.
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Z. Iyizoba-Ebozue, A. Fatimilehin, P. Mbanu & S. Adeleke. (2022) Reflection on Black and Ethnic Minority Participation in Clinical Trials. Clinical Oncology 34:10, pages 674-677.
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Patricia Neville. (2022) The 'leaky' BAME pipeline in UK dentistry. British Dental Journal.
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Nkasi Stoll, Yannick Yalipende, Jason Arday, Dominic Smithies, Nicola C. Byrom, Heidi Lempp & Stephani L. Hatch. (2022) Protocol for black student well-being study: a multi-site qualitative study on the mental health and well-being experiences of black UK university students. BMJ Open 12:2, pages e051818.
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Robyn Price, Mark Skopec, Simon Mackenzie, Coco Nijhoff, Ruth Harrison, Gemma Seabrook & Matthew Harris. (2022) A novel data solution to inform curriculum decolonisation: the case of the Imperial College London Masters of Public Health. Scientometrics 127:2, pages 1021-1037.
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Barbara Adewumi & Lavinia Mitton. (2021) Diversifying the Social Policy Curriculum: A Collaborative Approach. Social Policy and Society 21:1, pages 54-67.
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Coretta Phillips & Fiona Williams. (2021) Sleepwalking into the ‘Post-Racial’: Social Policy and Research-Led Teaching. Social Policy and Society 21:1, pages 26-41.
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Randall Whittaker & Samantha Broadhead. 2022. Access and Widening Participation in Arts Higher Education. Access and Widening Participation in Arts Higher Education
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Sara de Sousa, Judy St John & Emmanuella Emovon. (2021) Exploring the ‘unexplained’ awarding gap through understanding BAME students' experiences. Widening Participation and Lifelong Learning 23:3, pages 57-67.
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Joan Simons & Silice Patrice Belton. (2021) The voice of students from a Black, Asian or minority ethnic background. Widening Participation and Lifelong Learning 23:3, pages 137-146.
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Tom Crick, James H. Davenport, Alan Hayes, Alastair Irons & Tom Prickett. (2021) Supporting Early-Career Academics in the UK Computer Science Community. Supporting Early-Career Academics in the UK Computer Science Community.